DELAWARE  COLLEGE  BULLETIN 

NEW  SERIES 

VOLUME  VIII         PUBLISHED   QUARTERLY         NUMBER  III 

JANUARY,   1913 


Delaware  College 


REQUIREMEiNTS  FOR  ADMISSION 


PUBLISHED   BY  DELAWARE  COLLEGE 


red  June  22,  1904  at  Newark,  Delaware,  as  second-class  matter,  under  Act  of  Congress  of 

July  16,  1894. 


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REQUIREMENTS  FOR  ADMISSION 
Introductory 

The  Faculty  of  Delaware  College  with  the  approval  of  the 
Board  of  Trustees  have  made  several  changes  in  the  requirements 
for  entrance  to  the  various  courses  leading  to  degrees. 

The  Entrance  Committee  presents  an  outline  of  these  require- 
ments to  the  high  school  teachers  in  an  effort  to  secure  more  uniform 
preparation  of  the  candidates  applying  for  admission.  The  Com- 
mittee urges  that  the  candidate  should  complete  a  full  high  school 
course.  He  will  then  be  more  mature  and  better  able  to  handle  the 
required  work,  than  if  he  enters  with  conditions.  Two-thirds  of  the 
failures  in  the  Freshman  class  are  from  those  who  have  not  com- 
pleted a  high  school  course. 

The  main  weaknesses  in  the  preparatory  work  of  our  students 
are:  (1)  in  English,  in  spelling,  grammar,  and  sentence  structure; 
(2)  in  Algebra,  in  the  solution  of  literal  equations  and  the  inter- 
pretation of  results  obtained;  (3)  in  United  States  History  and 
Civics,  in  the  lack  of  original  thinking  and  inability  to  correlate 
events  and  causes;  (4)  in  Latin,  in  the  omission  of  Cicero  or  Vergil 
from  the  high  school  curriculum. 

Courses  op  Study 

The  following  courses  of  study  leading  to  degrees  are  offered 
by  the  College: 

1  The  Course  in  Arts  and  Science  leads  to  the  degree  of  B.  A. 
for  such  candidates  as  may  be  qualified  for  admission  in  Latin,  and 
to  the  degree  of  B.  S.  in  the  case  of  all  others  who  complete  this 
course.  It  offers  a  liberal  training  and  by  a  system  of  Electives  it 
enables  the  candidate  to  choose  between  an  education  in  which  the 
Classics  are  emphasized  or  one  in  which  the  modern  studies  have 
a  higher  place. 

2  The  Course  in  Agriculture  leads  to  the  degree  of  B.  S.  in 
Agriculture.  Besides  there  are  offered  special  courses  in  Agricult- 
ure not  leading  to  a  degree. 

3  The  Courses  in  Engineering  include  instruction  in  Civil, 


Mechanical,  and  Electrical  Engineering,  and  lead  to  the  degree  of 
B.  S.  in  the  course  pursued. 

In  some  of  the  courses  a  considerable  degree  of  freedom  in  the 
choice  of  subjects  is  permitted,  with  the  view  of  enabling  students 
who  have  determined  upon  their  life  work  so  to  shape  their  under- 
graduate course  as  best  to  prepare  them  for  the  work  of  their  chosen 
calling,  and  of  enabling  others  to  seek  means  of  culture  especially 
fitted  to  their  tastes,  needs,  and  capabilities.  The  very  nature  of 
some  of  the  courses,  notably  those  in  Engineering,  precludes  any 
great  amount  of  elective  freedom,  but  in  the  Senior  years  of  these 
courses  opportunity  is  offered  for  advanced  study  along  special  lines. 
In  the  assignment  of  the  honors  of  the  graduating  class  the  courses 
of  study  are  of  equal  rank. 

General  Requirements 

Candidates  for  admission  to  the  Freshman  Class  must  be  at 
least  sixteen  years  of  age. 

In  all  cases  they  must  give  satisfactory  evidence  of  good  moral 
character;  and,  when  coming  from  other  institutions,  they  must 
present  certificates  of  honorable  dismissal. 

A  candidate  who  offers  a  certificate  from  a  recognized  school 
showing  that  he  has  completed  the  requirements  for  entrance  as 
given  below  will  be  admitted  provisionally  to  the  Freshman  class. 
A  candidate  who  does  not  offer  credentials  will  be  examined  upon 
the  studies  required  for  entrance. 

The  subjects  for  admission  are  to  be  selected  from  the  follow- 
ing list  of  studies  according  to  the  course  the  candidate  wishes  to 
pursue.  The  endeavor  has  been  to  equalize  the  amount  of  prepara- 
tion in  the  entrance  requirements  of  the  several  courses. 


GROUP  A 

GROUP  B 

English 

5     Latin 

Composition 

6     Greek 

Literature 

7     History 

Mathematics 

(a)  Ancient 

(a)  Algebra 

through 

(6)   English 

Quadratics 

(c)  Mediaeval  and  Mod- 

(&) Plane  Geometry 

ern 

History 

United  States 
Civil  Government  of  the 
U.  S. 

Modern  Language 
German  or  French 


8  Mathematics 

(c)  Solid  Geometry 

(d)  Advanced  Algebra 

(e)  Plane  Trigonometry 

9  Natural  Science 

(a)  Physics 
(h)   Chemistry 

(c)  Physiology 

(d)  Botany 

(e)  Zoology 

(/)   Physical  Geography 


Entrance  requirements  to  the  several  courses  of  study: 

Arts  and  Science  Course  Group  A 

Group  B,  7  a  or  b,  and  four  other  sub- 
jects, of  which  one  must  be  Latin,  if  the 
candidate  is  matriculating  for  the  B.  A. 
degree 


Agricultural  Course 


Engineering  Courses 


Group  A 

Group  B,  9  a  or  c  and  f,  and  three  other 

subjects 

Group  A 

Group  B,  8  c,  9  a,  and  two  other  subjects 


In  the  Arts  and  Science  Course  and  the  Agricultural  Course, 
when  Latin  or  Greek  is  offered  from  Group  B,  each  counts  as  two 
subjects. 


Admission  to  the  Special  Courses  in  Agriculture 

Students  will  be  admitted  to  an}*-  one  of  these  courses  without 
the  preparation  necessary  for  the  work  of  a  regular  course.  Any 
one  with  a  good  common  school  education  may  enter,  as  the  work 
is  largely  of  a  practical  nature.  Young  men  who  intend  to  under- 
take the  working  of  land  will  do  wTell  to  receive  instruction  in 
some  of  the  applications  of  scientific  and  practical  farming.  The 
opportunities  of  the  well  trained  farmer  were  never  brighter  than 
to-day. 


Entrance  to  Advanced  Standing 

Candidates  for  entrance  to  an  advanced  class  in  any  of  the 
courses  are  required  to  sustain  examination  upon  all  studies  of 
the  course  up  to  the  point  at  which  they  seek  admission. 

Choice  of  Study 

Students  may,  with  the  approval  of  their  parents  or  guardians, 
enter  any  one  of  the  departments ;  or  they  may  select  such  studies 
as  they  are  prepared  to  pursue,  when  circumstances  make  it  advis- 
able not  to  enter  a  regular  course.  Except  in  the  case  of  mature 
students  who  may  desire  to  do  special  wrork  in  any  department,  it 
is  strongly  urged  that  all  applicants  for  admission  prepare  them- 
selves for  undertaking  the  work  of  a  regular  course.  Opportunity 
is  offered  students  of  sufficient  maturity  and  preparation,  who  do 
not  wish  to  take  any  of  the  regular  courses,  to  pursue  special! 
studies  determined  by  some  definite  end  in  view. 

Changes  from  one  course  to  another  may  be  made  only  at  the 
opening  of  a  term,  with  the  approval  of  the  Faculty  and  the  con- 
sent of  the  parent  or  guardian. 

Each  special  student  is  required  to  have  at  least  fifteen  recita- 
tions, or  their  equivalent,  weekly,  unless  specially  excused  for  cause. 


Detailed  Explanation  op  the  Requirements  for  Admission 

ENGLISH — GROUP  A    (1) 

All  candidates  for  entrance,  whether  graduates  of  high  schools 
or  no,  must  undergo  an  examination  in  English  Composition.  Cer- 
tificates will  be  accepted  only  for  the  Literature  which  is  supposed 
to  be  read  and  studied.  These  certificates  must  state  definitely 
which  books  have  been  read  and  which  read  and  studied.  An 
amount  of  reading  and  study  in  general  literature  equivalent  to 
the  required  books  will  be  accepted  if  the  certificates  of  applicants 
are  properly  signed  by  the  principals  or  other  teachers  in  the 
schools. 

For  adequate  preparation  in  English,  candidates  for  entrance 
should  have  had  four  years'  work  in  composition  and  literature. 


During  each  year  of  the  high  school  course,  pupils  should  be  re- 
quired to  write  frequent  compositions  and  to  read  and  study  a 
reasonable  amount  of  good  literature.  The  most  helpful  part  of 
the  work  in  composition  should  be  the  careful  detailed  criticism  of 
themes  by  the  teacher  and  the  subsequent  rewriting  of  them  by 
the  pupil.  General  criticism  avails  little;  criticism  of  errors  in 
spelling,  grammar,  punctuation,  and  sentence  structure  is  what 
high  school  students  need  most.  In  literature  much  outside  reading 
should  be  required  throughout  the  course.  The  few  books  specified 
for  study  should  be  thoroughly  mastered;  they  should  preferably 
be  studied  in  the  third  or  fourth  year. 

Teachers  of  English  in  the  high  schools  of  the  state  are  advised 
to  consult ' '  The  High  School  Course  in  English, ' '  Delaware  College 
Bulletin,  vol.  4,  new  series,  No.  4.    It  will  be  sent  on  request. 

Beginning  with  1913  the  examination  in  English  will  be  based 
on  the  recommendations  of  the  Conference  on  Uniform  Entrance 
Requirements  in  English  which  met  February  22,  1909.  These 
recommendations  are  as  follows : 

Preparation  in  English  has  two  main  objects:  (1)  command 
of  correct  and  clear  English,  spoken  and  written;  (2)  ability  to 
read  with  accuracy,  intelligence,  and  appreciation. 

English  Grammar  and  Composition 

The  first  object  requires  instruction  in  grammar  and  composi- 
tion. English  grammar  should  ordinarily  be  reviewed  in  the  sec- 
ondary school;  and  correct  spelling  and  grammatical  accuracy 
should  be  rigorously  exacted  in  connection  with  all  written  work 
during  the  four  years.  The  principles  of  English  composition  gov- 
erning punctuation,  the  use  of  words,  paragraphs,  and  the  different 
kinds  of  whole  composition,  including  letter-writing,  should  be 
thoroughly  mastered;  and  practice  in  composition,  oral  as  well  as 
written,  should  extend  throughout  the  secondary  school  period. 
"Written  exercises  may  well  comprise  narration,  description,  and 
easy  exposition  and  argument  based  upon  simple  outlines.  It  is 
advisable  that  subjects  for  this  work  be  taken  from  the  student's 
personal  experience,  general  knowledge,  and  studies  other  than 
English,  as  well  as  from  his  reading  in  literature.  Finally,  special 
instruction  in  language  and  composition  should  be  accompanied  by 
concerted  efforts  of  teachers  in  all  branches  to  cultivate  in  the  stu- 


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dent  the  habit  of  using  good  English  in  his  recitations  and  various 
exercises,  whether  oral  or  written. 

Literature 

The  second  object  is  sought  by  means  of  two  lists  of  books, 
headed  respectively  reading  and  study,  from  which  may  be  framed 
a  progressive  course  in  literature  covering  four  years.  In  connec- 
tion with  both  lists,  the  student  should  be  trained  in  reading  aloud 
and  be  encouraged  to  commit  to  memory  some  of  the  more  notable 
passages  both  in  verse  and  in  prose.  As  an  aid  to  literary  apprecia- 
tion, he  is  further  advised  to  acquaint  himself  with  the  most  impor- 
tant facts  in  the  lives  of  the  authors  whose  works  he  reads  and  with 
their  place  in  literary  history. 

a  Reading  The  aim  of  this  course  is  to  foster  in  the  student 
the  habit  of  intelligent  reading  and  to  develop  a  taste  for  good  lit- 
erature, by  giving  him  a  first-hand  knowledge  of  some  of  its  best 
specimens.  He  should  read  the  books  carefully,  but  his  attention 
should  not  be  so  fixed  upon  details  that  he  fails  to  appreciate  the 
main  purpose  and  charm  of  what  he  reads. 

With  a  view  to  large  freedom  of  choice,  the  books  provided 
for  reading  are  arranged  in  the  following  groups,  from  which  at 
least  ten  units*  are  to  be  selected,  two  from  each  group. 

*Each  unit  is  set  off  by  a  semicolon. 

I  The  Old  Testament,  comprising  at  least  the  chief  narrative 
episodes  in  Genesis,  Exodus,  Joshua,  Judges,  Samuel,  Kings,  and 
Daniel  together  with  the  books  of  Ruth  and  Esther;  the  Odyssey, 
with  the  omission,  if  desired,  of  Books  I,  II,  III,  IV,  V,  XV,  XVI, 
XVII ;  the  Iliad,  with  the  omission,  if  desired,  of  Books  XI,  XIII, 
XIV,  XV,  XVII,  XXI;  Vergil's  Aeneid.  The  Odyssey,  Iliad,  and 
Aeneid  should  be  read  in  English  translations  of  recognized  literary 
excellence. 

For  any  unit  of  this  group  a  unit  from  any  other  group  may 
be  substituted. 

II  Shakspere's  Merchant  of  Venice;  Midsummer  Night's 
Dream;  As  You  Like  It;  Twelfth  Night;  Henry  the  Fifth;  Julius 
Caesar. 

III  Defoe's  Robinson  Crusoe,  Part  I;  Goldsmith's  Vicar  of 
Wakefield;  either  Scott's  Ivanhoe,  or  Scott's  Queniin  Durivard; 
Hawthorne's  House  of  the  Seven  Gables;  either  Dickens'  David 


Copper  field,  or  Dickens'  Tale  of  Two  Cities;  Thackeray's  Henry 
Esmond;  Mrs.  GaskelTs  Cranford;  George  Eliot's  Silas  Marner; 
Stevenson's  Treasure  Island. 

IV  Bunyan's  Pilgrim's  Progress,  Part  I;  The  Sir  Roger  de 
Coverley  Papers  in  The  Spectator;  Franklin's  Autobiography  (con- 
densed) ;  Irving 's  Sketch  Book;  Macaulay's  Essays  on  Lord  Clive 
and  Warren  Hastings;  Thackeray's  English  Humorists;  Selections 
from  Lincoln,  including  at  least  the  two  Inaugurals,  the  Speeches 
in  Independence  Hall  and  at  Gettysburg,  the  Last  Public  Address, 
and  Letter  to  Horace  Greeley,  along  with  a  brief  memoir  or  esti- 
mate; Parkman's  Oregon  Trail;  either  Thoreau's  Walden,  or  Hux- 
ley's Autobiography  and  selections  from  Lay  Sermons,  including 
the  addresses  on  Improving  Natural  Knowledge,  A  Liberal  Educa- 
tion, and  A  Piece  of  Chalk;  Stevenson's  Inland  Voyage  and  Travels 
with  a  Donkey. 

V  Palgrave's  Golden  Treasury  (First  Series),  Books  II  and 
///,  with  especial  attention  to  Dryden,  Collins,  Gray,  Cowper,  and 
Burns;  Gray's  Elegy  in  a  Country  Churchyard  and  Goldsmith's 
Deserted  Tillage;  Coleridge's  Ancient  Mariner  and  Lowell's  Vision 
of  Sir  Launfal;  Scott's  Lady  of  the  Lake;  Byron's  Childe  Harold, 
Canto  IV,  and  Prisoner  of  Chillon;  Palgrave's  Golden  Treasury 
(First  Series),  Book  IV,  with  especial  attention  to  "Wordsworth 
Keats,  and  Shelley;  Poe's  Raven,  Longfellow's  Courtship  of  Miles 
Standish,  and  Whittier's  Snow  Bound;  Macaulay's  Lays  of  Ancient 
Rome  and  Arnold's  Sohrab  and  Rustum;  Tennyson's  Gareth  and 
Lynette,  Lancelot  and  Elaine,  and  The  Passing  of  Arthur;  Brown- 
ing's Cavalier  Tunes,  The  Lost  Leader,  How  They  Brought  the 
Good  News  from  Ghent  to  Aix,  Home  Thoughts  from  Abroad, 
Home  Thoughts  from  the  Sea,  Incident  of  the  French  Camp,  Herve 
Riel,  Pheidippides,  My  Last  Duchess,  Up  at  a  Villa — Down  in 
the  City. 

Note  The  following  ten  books  from  the  five  groups  are  recom- 
mended : 

The  Old  Testament;  the  Odyssey;  Shakspere's  As  You  Like 
It,  and  Julius  Caesar;  Defoe's  Robinson  Crusoe,  Part  I;  Scott's 
Qiientin  Durward;  Selections  from  Lincoln;  Macaulay's  Lord  Clive 
and  Warren  Hastings;  Gray's  Elegy  in  a  County  Churchyard; 
Goldsmith's  Deserted  Village;  Byron's  Prisoner  of  Chillon; 
Arnold's  Sohrab  and  Rustum. 

b     Study    This  part  of  the  requirement  is  intended  as  a  nat- 


10 

ural  and  logical  continuation  of  the  student's  earlier  reading,  with 
greater  stress  laid  upon  form  and  style,  the  exact  meaning  of  words 
and  phrases,  and  the  understanding  of  allusions.  For  this  close 
reading  are  provided  a  play,  a  group  of  poems,  an  oration,  and 
an  essay,  as  follows : 

Shakspere's  Macbeth;  Milton's  L' Allegro,  11  Penseroso,  and 
Comus;  either  Burke's  Speech  on  Conciliation  with  America 
or  both  "Washington's  Farewell  Address  and  Webster's  First 
Bunker  Hill  Oration;  either  Macaulay's  Life  of  Johnson  or 
Carlyle's  Essay  on  Burns. 

Examination 

The  first  part  of  the  examination  will  be  upon  ten  units  chosen, 
in  accordance  with  the  plan  described  earlier,  from  the  lists  headed 
reading;  and  it  may  include  also  questions  upon  grammar  and  the 
simpler  principles  of  rhetoric,  and  a  short  composition  upon  some 
topic  drawn  from  the  student's  general  knowledge  or  experience. 
On  the  books  prescribed  for  reading,  the  form  of  the  examination 
will  usually  be  the  writing  of  short  paragraphs  on  several  topics 
which  the  candidate  may  choose  out  of  a  considerable  number. 
These  topics  wrill  involve  such  knowledge  and  appreciation  of  plot, 
character-development,  and  other  qualities  of  style  and  treatment 
as  may  be  fairly  expected  of  boys  and  girls.  In  grammar  and 
rhetoric,  the  candidate  may  be  asked  specific  questions  upon  the 
practical  essentials  of  these  studies,  such  as  the  relation  of  the 
various  parts  of  a  sentence  to  one  another,  the  construction  of 
individual  words  in  a  sentence  of  reasonable  difficulty,  and  those 
good  usages  of  modern  English  which  one  should  know  in  distinc- 
tion from  current  errors. 

The  second  part  of  the  examination  will  include  composition 
and  those  books  comprised  in  the  list  headed  study.  The  test  in 
composition  will  consist  of  one  or  more  essays,  developing  a  theme 
through  several  paragraphs;  the  subjects  will  be  drawn  from  the 
books  prescribed  for  study,  from  the  candidate's  other  studies,  and 
from  his  personal  knowledge  and  experience  quite  apart  from  read- 
ing. For  this  purpose  the  examiner  wuli  provide  several  subjects, 
perhaps  five  or  six,  from  which  the  candidate  may  make  his  own 
selections.  The  test  on  the  books  prescribed  for  study  will  consist 
of  questions  upon  their  contents,  form,  and  structure,  and  upon  the 
meaning  of  such  words,  phrases,  and  allusions  as  may  be  necessary 


11 

to  an  understanding  of  the  works  and  an  appreciation  of  their 
salient  qualities  of  style.  General  questions  may  also  be  asked 
concerning  the  lives  of  the  authors,  their  other  works,  and  the 
periods  of  literary  history  to  which  they  belong. 

HISTORY  AND  CIVIL  GOVERNMENT — GROUP  A    (3),  GROUP  B    (7  a,  b,   c) 

1  United  States  History — One  full  year's  work  of  high 
school  grade  is  required  in  this  subject.  In  connection  with  the 
study  of  history,  some  emphasis  should  be  given  to  geography,  and 
collateral  reading  should  also  be  required. 

Students  should  be  trained  to  use  their  own  judgment  and 
resources  in  explaining  the  real  meaning  of  events  and  movements 
studied. 

The  work  must  cover  the  whole  field  of  United  States  History, 
and  not  merely  the  colonial  and  early  national  periods.  It  is  advis- 
able to  study  with  some  care  the  epoch  from  the  close  of  the  Civil 
War  to  the  present. 

Every  school  should  have  at  least  a  few  well  selected  books 
for  reference  work  and  also  a  good  wall  map. 

2  Ancient  History,  or  English  History — Either  of  these 
subjects  should  have  been  pursued  for  one  whole  year  of  the  high 
school  course,  with  the  usual  number  of  recitation  periods  per  week. 

Not  only  should  the  work  in  geography  and  collateral  reading 
continue,  but  the  student  is  expected  also  to  learn  something  about 
the  handling  of  books.  Reasonably  systematic  habits  of  work  and 
of  thought  should  be  insisted  upon  throughout  this  course. 

Good  texts  in  both  English  and  American  History  are  avail- 
able. It  is  believed  that  Myers  General  History — a  one  volume  text 
covering  the  whole  field  of  history — should  as  soon  as  possible  be 
discarded  for  a  special  volume  on  Ancient  History  or  Mediaeval 
and  Modern  History,  as  the  case  may  be.  A  few  reference  books 
are  essential  in  both  these  courses. 

3  Civil  Government — Whether  given  separately  or  in  con- 
nection with  United  States  History  this  work  must  be  the  equiva- 
lent of  a  regular  high  school  course  pursued  for  a  full  half  year. 
From  now  on  the  entrance  examinations  in  United  States  History 
and  Civics  will  be  given  separately,  as  distinct  subjects.  The  regu- 
lar study  of  a  text  book  in  Civics  is  necessary  to  meet  this 
requirement. 


12 

The  work  should  embrace  a  study  of  our  government,  local, 
state,  and  national,  and  should  pay  much  attention  to  the  actual 
practices  and  workings  of  government  to-day,  though  the  study 
of  the  Constitution  should  not  be  neglected. 

MATHEMATICS — GROUP  A  (2),  GROUP  B  (8  a,  b,  c) 

The  requirements  in  mathematics  are  the  same  as  formerly — 
Algebra  through  quadratics  and  plane  geometry  completed  are 
required  for  all  courses  leading  to  a  degree ;  the  additional  subject 
of  solid  geometry  is  required  of  students  applying  for  courses  in 
engineering.  A  candidate  will  not  be  admitted  to  a  course  leading 
to  a  degree  unless  he  has  completed  the  requirements  in  algebra 
and  plane  geometry. 

Algebra 

The  work  in  Algebra  includes  the  four  fundamental  operations 
with  type  forms  in  multiplication  and  division  emphasized,  factor- 
ing, highest  common  factor,  least  common  multiple,  fractions,  frac- 
tional equations,  simultaneous  equations  of  the  first  degree,  evolu- 
tion, theory  of  exponents,  radicals  and  equations  involving  radicals, 
quadratic  equations  of  one  unknown  quantity,  simultaneous  quad- 
ratics, and  solution  of  problems  under  the  various  heads. 

Special  emphasis  should  be  placed  on  factoring  and  the  solu- 
tion of  literal  equations.  Thorough  analysis  of  the  result  of  such 
literal  equations  as  the  type  form 

ax  +  by  =  m 
ex  +  dy  =  n 
and  ax2  +  bx  +  c=  0 

should  be  given.  The  relations  between  co-efficients  and  the  effect 
upon  the  result  of  changes  in  them  should  be  made  clear.  These 
relations  especially  in  the  discriminant  of  the  quadratic  equation 


V  b2  —4ac 


need  to  be  thoroughly  understood.  In  the  solution  of  problems,  a 
clear  precise  statement  of  the  data  in  the  problem  should  be  insisted 
upon,  before  allowing  the  pupil  to  solve  the  problem.  Also  the 
graph  in  the  solution  of  simultaneous  equations,  especially  simul- 
taneous quadratics,  will  assist  greatly  in  the  interpretation  of  the 
roots  and  will  be  a  help  in  more  advanced  mathematics. 


13 

Plane  Geometry 

'The  usual  theorems  and  constructions  of  good  elementary  text 
books  fill  the  requirement  in  this  subject.  Emphasis  should  be  laid 
on  tests  for  parallel  lines,  for  equality  of  figures,  for  similarity 
of  figures ;  the  measurement  of  angles,  the  relation  between  parts  of 
a  plane  triangle  and  the  area  of  plane  figures.  An  important  part 
of  the  work  should  be  solution  of  original  exercises,  including  loci 
and  numerical  problems.  Accuracy  and  acuteness  in  thinking  are 
desired  more  than  mere  geometrical  knowledge. 

Solid  Geometry 

The  usual  theorems  and  constructions  of  good  text  books; 
relations  of  lines  and  planes;  properties  of  prisms,  pyramids,  cyl- 
inders, cones ;  the  sphere  and  spherical  triangle.  Emphasis  should 
be  placed  on  problems  of  mensuration,  loci,  and  the  relations  of 
parts  in  spherical  triangles  and  polygons. 

Advanced  Algebra 

Convergency  and  Summation  of  Series,  Binomial  Theorem, 
Permutations  and  Combinations,  Undetermined  Coefficients,  Log- 
arithms, Theory  of  Equations,  and  Determinants. 

Plane  Trigonometry 

Trigonometric  ratios  and  their  relations ;  derivation  of  general 
ratios;  proofs  of  general  formulas,  especially  trigonometric  func- 
tions of  sum  of  two  angles,  difference  of  two  angles,  and  mulitple 
angles ;  proving  of  identities ;  use  of  logarithms  and  solution  of  right 
and  oblique  triangles. 

PHYSICS — GROUP  B   (9  a) 

Elementary  Physics  is  required  of  all  candidates  for  the  courses 
in  Engineering  and  is  optional  for  admission  into  any  other  course. 
Any  of  the  approved  text-books  used  in  the  schools  will  furnish 
suitable  preparation.  Daily  recitations  and  laboratory  exercises 
for  one  year  will  satisfy  this  requirement. 

LATIN — GROUP  B   (5) 

The  requirements  in  Latin  are  those  recommended  by  the 
Commission  on  College  Entrance  Requirements, 


14 

Amount  and  Range  of  Beading  Required 

1  The  Latin  reading  required  of  candidates  for  admission  to 
College,  without  regard  to  the  prescription  of  particular  authors 
and  works,  shall  not  be  less  in  amount  than  Caesar,  Gallic  War, 
I-IV;  Cicero,  the  orations  against  Catiline,  for  the  Manilian  Law, 
and  for  Archias ;  Vergil,  Aeneid,  I- VI. 

2  The  amount  of  reading  specified  above  shall  be  selected  by 
the  schools  from  the  following  authors  and  works:  Caesar  (Gallic 
War  and  Civil  War)  and  Nepos  (Lives) ;  Cicero  (orations,  letters, 
and  De  Senectuie)  and  Sallust  (Catiline  and  Jugurthine  War)  ; 
Vergil  (Bucolics,  Georgics,  and  Aeneid)  and  Ovid  (Metamorphoses, 
Fasti,  and  Tristia.) 

Subjects  and  Scope  of  the  Examination 

1  Translation  at  Sight.  Candidates  will  be  examined  in 
translation  at  sight  of  both  prose  and  verse.  The  vocabulary,  con- 
struction, and  range  of  ideas  of  the  passage  set  will  be  suited  to 
the  preparation  secured  by  the  reading  indicated  above. 

2  Prescribed  Beading.  Candidates  will  be  examined  also 
upon  the  following  prescribed  reading:  Cicero,  orations  for  the 
Manilian  Law  and  for  Archias,  and  Vergil,  Aeneid,  I,  II,  and  either 
IV  or  VI  at  the  option  of  the  candidate,  with  questions  on  subject- 
matter,  literary  and  historical  allusions,  and  prosody.  Every  paper 
in  which  passages  from  the  prescribed  reading  are  set  for  trans- 
lation will  contain  also  one  or  more  passages  for  translation  at 
sight ;  and  candidates  must  deal  satisfactorily  with  both  these  parts 
of  the  paper ;  or  they  will  not  be  given  credit  for  either  part. 

3  Grammar  and  Composition.  The  examination  in  grammar 
and  composition  will  demand  thorough  knowledge  of  all  regular 
inflections,  all  common  irregular  forms,  and  the  ordinary  syntax 
and  vocabulary  of  the  prose  authors  read  in  school,  with  ability  to 
use  this  knowledge  in  writing  simple  Latin  prose.  The  words,  con- 
structions, and  range  of  ideas  called  for  in  the  examinations  in 
composition  will  be  such  as  are  common  in  the  reading  of  the  year, 
or  years,  covered  by  the  particular  examination. 

Suggestions  Concerning  Preparation 

Exercises  in  translation  at  sight  should  begin  in  school  with 
the  first  lessons  in  which  Latin  sentences  of  any  length  occur,  and 


15 

should  continue  throughout  the  course  with  sufficient  frequency  to 
insure  methods  of  work  on  the  part  of  the  student.  From  the  outset 
particular  attention  should  be  given  to  developing  the  ability  to 
take  in  the  meaning  of  each  word — and  so,  gradually,  of  the  whole 
sentence — just  as  it  stands ;  the  sentence  should  be  read  and  under- 
stood in  the  order  of  the  original,  with  full  appreciation  of  the  force 
of  each  word  as  it  comes,  so  far  as  this  can  be  known  or  inferred 
from  that  which  has  preceded  and  from  the  form  and  the  position 
of  the  word  itself.  The  habit  of  reading  in  this  way  should  be  en- 
couraged and  cultivated  as  the  best  preparation  for  all  the  trans- 
lating that  the  student  has  to  do.  No  translation,  however,  should 
be  a  mechanical  metaphrase.  Nor  should  it  be  a  mere  loose  para- 
phrase. The  full  meaning  of  the  passage  to  be  translated,  gathered 
in  the  way  described  above,  should  finally  be  expressed  in  clear 
and  natural  English. 

A  written  examination  cannot  test  the  ear  or  tongue,  but 
proper  instruction  in  any  language  will  necessarily  include  the 
training  of  both.  The  school  work  in  Latin,  therefore,  should 
include  much  reading  aloud,  writing  from  dictation,  and  transla- 
tion from  the  teacher's  reading.  Learning  suitable  passages  by 
heart  is  also  very  useful,  and  should  be  more  practised. 

The  work  in  composition  should  give  the  student  a  better  under- 
standing of  the  Latin  he  is  reading  at  the  time,  if  it  is  prose,  and 
greater  facility  in  reading.  It  is  desirable,  however,  that  there 
should  be  sj^stematic  and  regular  work  in  composition  during  the 
time  in  which  poetry  is  read  as  well ;  for  this  work  the  prose  authors 
already  studied  should  be  used  as  models. 

The  Roman  method  of  pronunciation  is  used. 

GREEK — GROUP  B    (6) 

Xenophon,  Anabasis,  Books  I-IV.  Homer,  Iliad,  Books  I-III. 
A  thorough  knowledge  of  Greek  Grammar. 

MODERN  LANGUAGES — GROUP  A    (4) 

All  students,  with  the  exception  of  those  entering  the  Two 
Year  Course  in  Agriculture,  are  required  to  present  either  German 
or  French.  Preparation  for  this  requirement  will  be  attained  most 
advantageously  by  following  the  recommendations  printed  below. 


16 

German — Elementary 

1,  Careful  drill  in  pronunciation;  2,  the  memorizing  and 
frequent  repetition  of  easy  colloquial  sentences;  3,  drill  upon 
the  rudiments  of  grammar,  that  is,  upon  the  inflection  of  the 
articles,  of  such  nouns  as  belong  to  the  language  of  every-day 
life,  of  adjective  pronouns,  weak  verbs  and  the  more  usual 
strong  verbs;  also  upon  the  use  of  the  more  common  preposi- 
tions, the  simpler  uses  of  the  modal  auxiliaries,  and  the  elementary 
rules  of  syntax  and  word  order ;  4,  abundant  easy  exercises  designed 
not  only  to  Gx  in  mind  the  forms  and  principles  of  grammar,  but 
also  to  cultivate  readiness  in  the  reproduction  of  natural  forms  of 
expression;  5,  the  reading  of  from  100  to  125  pages  of  graduated 
texts. 

French — Elementary 

1,  Careful  drill  in  pronunciation;  2,  the  rudiments  of 
grammar,  including  the  inflection  of  the  regular  and  more 
common  irregular  verbs,  the  plural  nouns,  the  inflection  of 
adjectives,  participles,  and  pronouns;  the  use  of  the  personal 
pronouns,  common  adverbs,  prepositions,  and  conjunctions;  the 
order  of  words  in  the  sentence,  and  the  elementary  rules'  of 
syntax;  3,  abundant  easy  exercises,  designed  not  only  to  fix  in 
mind  the  forms  and  principles  of  grammar,  but  also  to  cultivate 
readiness  in  the  reproduction  of  natural  forms  of  expression ;  4,  the 
reading  of  from  100  to  125  pages  of  graduated  texts. 

Two  years  ago  a  circular  letter  was  sent  out  to  the  Principals 
of  the  high  schools  explaining  the  situation  in  regard  to  entrance 
French  or  German.  The  results  of  that  letter  were  very  satisfac- 
tory; so  much  so  that  this  year  there  was  a  very  small  number  of 
students  who  entered  with  a  condition  in  Modern  Language. 

Principals  of  the  high  schools  are  urged  to  make  a  special  effort 
to  see  that  students  present  at  least  one  Modern  Language,  in  view 
of  the  fact  that  those  who  do  not  will  be  behind  in  this  work  and 
will  be  compelled  to  pursue  the  study  of  Modern  Language  for  one 
year  after  those  who  presented  it  have  finished  the  required  work 
in  this  subject.  This  will  prove  a  serious  handicap,  especially  to 
students  in  the  Agricultural  and  Engineering  courses. 


17 

SCIENCES — GROUP  B   (  b,  c,  d,  e,  f ) 
Chemistry 

Acceptable  work  in  Chemistry  is  a  one-year  course  in  Inorganic 
Chemistry,  such  as  that  given  in  "First  Principles  of  Chemistry," 
Browlee,  Lincoln  and  "Walton's  Inorganic  Chemistry,  or  similar 
text-book.  Laboratory  practice  should  be  included  and  the  labora- 
tory note-book  should  be  submitted  for  inspection. 

Physiology 

In  addition  to  the  ordinary  grammar  school  course  in  hygiene 
covering  the  effects  of  narcotics  and  stimulants  on  the  human 
system,  the  candidate  should  have  taken  at  least  one  half  year,  five 
hours  a  week,  of  physiology  and  hygiene  in  the  high  school. 

This  course  should  include  enough  anatomy  to  give  the  student 
a  good  foundation  for  the  study  of  physiology  and  hygiene. 

It  should  cover  the  general  structure  and  arrangement  of  the 
human  body  and  its  microscopic  and  chemical  composition.  The 
study  of  the  skeleton  should  be  sufficiently  thorough  to  give  the 
student  a  good  general  idea  of  bones,  joints,  and  the  relations 
between  the  bones  and  joints  and  the  muscles  as  well  as  the  struc- 
ture and  composition  of  the  bones.  The  muscular  system  and  its 
relation  to  the  various  other  systems  and  functions  of  the  body,  the 
digestive,  circulatory,  respiratory,  and  nervous  systems  should  all 
be  studied  in  a  way  to  give  the  student  a  clear  idea  of  their  struct- 
ure and  function  and  of  their  interdependence  for  the  maintenance 
of  health. 

The  questions  of  nutrition,  excretion,  respiration,  and  the 
special  senses  will  naturally  be  taken  up  in  proper  order. 

There  are  several  of  the  briefer  text  books  which  cover  this 
ground  fairly  satisfactorily. 

Botany 

The  time  to  be  devoted  to  this  work  should  be  5  periods  per 
week  throughout  the  year;  recitation  or  lecture,  1  period;  labora- 
tory work,  4  periods,  2  sessions. 

The  work  to  be  covered  is  approximately  as  follows;  The  seed 
and  its  germination ;  development  and  morphology  of  the  seedling ; 
roots,  stems,  and  leaves:  the  flower  and  fruit  of  the  higher  seed 
plants. 


18 

These  topics  should  be  followed  by  a  briefer  study  of  a  few 
cf  the  typical  algae  and  fungi,  one  of  the  moss  plants,  and  a  fern. 

In  the  spring  a  few  weeks  should  be  devoted  to  tracing  a  few 
cf  the  typical  monocotyledonous  and  dicotyledonous  plants. 

Zoology 

The  time  to  be  devoted  to  work,  etc.,  is  the  same  as  for  Botany. 
Work  to  be  covered  is  approximately  as  follows:  A  brief  study  of 
a  few  typical  Protozoa,  Porifera,  Coelenterata,  Echinodermata, 
Vermes,  and  Arthropoda.  Following  this  work  on  the  inverte- 
brates, a  few  of  the  typical  vertebrates  should  be  carefully  studied, 
e.  g.  a  fish,  frog,  snake  or  turtle,  bird  and  mammal. 

Physical  Geography 

At  least  one-half  year's  work  of  high  school  grade,  of  five  recita- 
tions per  week  should  be  given.  Emphasis  should  be  laid  on  the 
form  and  structure  of  the  earth,  surface  conformations  and  char- 
acteristics, and  meteorology. 

Specimen  Entrance  Examinations 
english — composition  and  literature 

1  Write  a  letter  of  inquiry  to  the  President  of  Delaware  Col- 
lege, stating  what  course  you  wish  to  enter  and  your  preparation, 
and  asking  for  information  or  advice  about  examinations,  living 
expenses,  regulations  for  attendance,  etc. — 100  words. 

2  Write  a  composition  of  at  least  150  words  on  the  national 
political  situation. 

3  In  a  composition  of  300  words  or  more,  tell  about  the  most 
interesting  experience  or  experiences  of  your  high  school  life. 

4  In  the  following  paragraph — 

(a)  Parse  the  italicized  words 

(b)  Indicate  whether  the  sentences  are  simple,  complex,  or 
compound 

(c)  Explain  the  marks  of  punctuation  in  the  last  sentence 

(d)  Point  out  all  dependent  clauses 

(1) "However,  the  backwoodsmen  as  a  class  neither  built 
towns  nor  loved  to  dwell  therein.  (2)  They  were  to  be  seen  at  their 
best  in  the  vast,  interminable  forests  that  formed  their  chosen  home. 


19 

(3)  They  won  and  kept  their  lands  by  force,  and  ever  lived  either 
at  war  or  in  dread  of  war.  (4)  Hence  they  settled  always  in  groups 
of  several  families  each,  all  banded  together  for  mutual  protection. 
(5)  Their  red  foes  were  strong  and  terrible,  cunning  in  council, 
dreadful  in  battle,  merciless  beyond  belief  in  victory.  (6)  The  men 
of  the  border  did  not  overcome  and  dispossess  cowards  and  weak- 
lings; they  marched  forth  to  spoil  the  stout-hearted  and  to  take  for 
a  prey  the  possessions  of  the  men  of  might.  (7)  Every  acre,  every 
rood  of  ground  which  they  claimed  had  to  be  cleared  by  the  axe 
and  held  with  the  rifle.  (8)  Not  only  was  the  chopping  down  of 
the  forests  the  first  preliminary  to  cultivation,  but  it  was  also  the 
surest  means  of  subduing  the  Indians,  to  whom  the  unending 
stretches  of  choked  woodland  were  an  impenetrable  cover  behind 
which  to  move  unseen,  a  shield  in  making  assaults,  and  a  strong 
tower  of  defence  in  repelling  counter-attacks.  (9)  In  the  conquest 
of  the  west  the  backwoods  axe,  shapely,  well-poised,  with  long  haft, 
and  light  head,  was  a  servant  hardly  standing  second  even  to  the 
rifle;  the  two  were  the  national  weapons  of  the  American  back- 
woodsman and  in  their  use  he  has  never  been  excelled." 

5  (a)  Discuss  fully  the  part  which  the  witches  play  in 
"Macbeth."  (b)  Say  what  you  can  about  the  character  of  Banquo. 
(c)  Describe  the  most  impressive  scene  in  the  play,  (d)  Quote  any 
five  consecutive  lines. 

6  (a)  Present  briefly  Burke's  discussion  of  the  temper  and 
character  of  the  American  people. 

(6)  What  were  the  three  possible  methods  of  dealing  with 
America  and  which  does  Burke  advocate  ? 

7  (a)  What  pleasures  are  mentioned  in  "II  Peiiseroso"? 
(b)   Describe  Comus  and  his  crew,     (c)  What  is  the  pur- 
pose of  "Lycidas"? 

8  (a)  What  two  units  did  you  select  for  reading  from  Group 
V,  19th  Century  poetry,  (b)  Say  what  you  can  about  the  life  of 
the  author  of  one  of  these,  his  works,  and  his  style,  (c)  Give  the 
subject  matter  of  one  poem. 

9  (a)  What  plays  from  Group  II  (Shakspere)  did  you  read 
for  this  examination?  (b)  Mention  three  important  characters  of 
each  play  and  tell  what  part  each  takes  in  the  play,  (c)  Describe 
the  most  interesting  scene  in  one  of  the  plays. 

10  Comment  briefly  on  the  contents  of  one  of  the  volumes  of 


20 

essays  or  travel  from  Group  IV  read  for  this  examination.     A 
clear,  definite  explanation  is  required. 

UNITED  STATES  HISTORY 

1  Discuss  the  geographical  features  of  the  United  States  and 
show  how  they  have  influenced  our  history. 

2  Trace  the  steps  in  the  building  up  of  either  the  French  or 
the  Spanish  empire  in  America. 

3  Sketch  the  history  of  Massachusetts  Bay  Colony  and  explain 
its  relations  to  its  neighbors. 

4  Explain  fully  the  causes  of  the  American  Revolution.  Give 
an  account  of  the  Burgoyne  campaign,  and  its  results. 

5  Write  briefly  on  each  of  the  first  three  presidents  of 
the  United  States. 

6  Give  a  full  account  of  the  administration  of  Andrew 
Jackson. 

7  Write  at  length  on  the  causes  and  results  of  the  Civil  War. 

8  With  what  events  are  the  following  men  connected: 
(a)  Alexander  Hamilton  (&)  J.  C.  Calhoun  (c)  Jefferson  Davis 
(d)  William  Sumner  (e)  Grover  Cleveland  (/)  William  McKinley 
(g)  Samuel  J.  Tilden  (h)  Caesar  Rodney  (i)  Judge  George  Gray. 

9  What  text  in  United  States  history  did  you  study?  What 
reference  books  did  you  use,  and  to  what  extent?  Where  did  you 
do  this  work? 

CIVICS 

1  What  is  meant  by  (a)  civics  (6)  sovereignty  (c)  federal 
system  (d)  representative  government  (e)  naturalization  (/)  states 
rights  (g)  habeas  corpus  (h)  registration  (i)  electors  (j)  Aus- 
tralian ballot  (k)  Gerrymander  (I)  initative,  referendum,  and 
recall. 

2  Give  a  full  account  of  a  presidential  campaign  and  election. 

3  Trace  carefully  all  the  successive  steps  by  wThich  a  bill 
may  become  a  law  of  the  United  States. 

4  Discuss  the  composition,  powers,  and  duties  of  the  Supreme 
Court. 

5  Name  all  you  can  of  the  state  officials  of  Delaware.  Explain 
the  duties  of  each. 

6  What  text  in  civics  did  you  study  ?  What  reference  books 
did  you  use?    Where  did  you  do  this  work? 


21 

ALGEBRA 


Factor 

■  the 

quantities : 

(a) 

5ass 

•  —  5a 

(b) 

arc2 

—  ex  -\-  ax  —  c 

(o) 

s2- 

|_  4X  —  45 

(d) 

1  — 

a2  +  2ab  —  b2 

Reduce  to 

simplest  forms: 

(«) 

X 

2 

_y2  [2X  —  5J3s 

+  2(s- 

(6) 

1  + 

1 

1 
x  +  1 

Solve: 

(a) 

a.r  +  by  =  ml 

cx- 

-by  =  n) 

(W 

5s- 

-6      9  —  10s 

4s  —  7 

5)  M  —  (2  —  3s) 


10  7  35 

4  When  7  is  subtracted  from  both  the  numerator  and  denom- 
inator of  a  fraction,  the  result  is  y2 ;  if  the  numerator  and  denom- 
inator are  each  increased  by  2,  the  fraction  becomes  4/5.  What 
is  the  fraction? 

5  (a)   Solve  ax2  +  bx  +  c  —■  0, 

and  tell  under  what   conditions   the   roots   are;    (1)    equal,    (2) 
imaginary. 

(6)   For  what  values  of  K  will 

2s2  —  4s  —  2k +  3  =  0 
give  equal  roots. 

6  Find  the  square  root  of 

9s6  — 12*5  +  22s4  +x2  +  12s  +  4, 
and  the  cube  root  of 

27a6  —  54a56  +  9a462  +28a363  —  3a2&4  —  bob*  —  V 

7  A  merchant  purchased  a  quantity  of  cloth  for  $42  and 
after  selling  all  except  9  yds.  at  20  cents  advance,  found  he  had  just 
realized  his  purchase  money.  How  many  yards  did  he  buy  and 
what  was  the  price  per  yard  paid  1 


22 

PLANE  GEOMETRY 

1  Prove :  Two  triangles  are  equal  if  the  three  sides  of  one  are 
equal  respectively  to  the  three  sides  of  the  other.  State  in  what 
ways  triangles  are  known  to  be  equal. 

2  Prove:  An  inscribed  angle  is  measured  by  one-half  the 
intercepted  arc.  (3  cases). 

3  Prove :  In  an  oblique  triangle,  the  square  of  the  side  oppo- 
site an  acute  angle  is  equal  to  the  sum  of  the  squares  of  the  other 
two  sides,  diminished  by  twice  the  product  of  one  of  those  sides 
by  the  projection  of  the  other  side  upon  it. 

4  Prove:  Two  mutually  equi-angular  triangles  are  similar. 
State  the  other  wrays  in  which  triangles  are  known  to  be  similar. 

5  Prove :  The  areas  of  two  similar  triangles  are  to  each  other 
as  the  squares  of  any  two  homologous  sides. 

6  Prove :  The  area  of  a  circle  is  equal  to  one-half  the  product 
of  its  circumference  by  its  radius. 

7  Do  two  of  the  following: 

(a)  A  circle  has  a  radius  of  5  inches;  find  the  circumference, 
the  area,  and  the  side  of  the  inscribed  square. 

(b)  A  trapezoid  has  bases  18  and  10  inches  respectively 
and  altitude  6  inches;  find  its  area  and  the  altitude  of  equivalent 
triangle  with  base  of  20  inches. 

(c)  In  a  circle  with  radius  13  inches,  find  length  of  a  chord 
5  inches  from  the  centre  and  the  length  of  a  tangent  to  the  circle 
fiom  a  point  17  inches  from  the  centre  of  the  circle. 

8  Give  construction  and  proof  of  two  of  the  f ollowing : 

(a)  To  divide  a  line  proportional  to  any  number  of  given 
lines. 

(b)  To  inscribe  a  circle  in  a  given  triangle. 

(c)  To  construct  a  square  equivalent  to  a  given  parallelogram. 

SOLID   GEOMETRY 

I  Prove :  If  a  straight  line  is  perpendicular  to  each  of  two 
other  straight  lines  at  their  intersection  it  is  perpendicular  to  the 
plane  of  those  lines. 

II  Prove :  If  2  straight  lines  are  cut  by  parallel  planes  their 
corresponding  segments  are  proportional. 

III  Prove:  The  sum  of  any  two  face  angles  of  a  trihedral 
angle  is  greater  than  the  3d  face  angle. 


23 

IV  Prove:  The  volume  of  a  triangular  pyramid  is  equal  to 
1-3  the  product  of  its  base  by  its  altitude. 

Y  Prove :  In  two  polar  triangles  each  angle  of  the  one  is  the 
supplement  of  the  opposite  side  of  the  other. 

VI  Prove:  The  surface  of  a  sphere  is  equivalent  to  4  times 
the  area  of  a  great  circle. 

VII  Find:  (a)  The  surface  and  volume  of  a  sphere,  radius 
10  in.,  and  the  area  of  a  triangle  on  given  sphere  whose  angles  are 
38o,  H4oj  anci  88°  respectively. 

(&)  The  convex  surface,  and  volume  of  the  frustum  of  a  cone, 
upper  base,  10  in.  diameter,  lower  base,  18  in.  diameter,  and  alti- 
tude, 5  inches. 

PHYSICS 

1  Define  elasticity,  ductility,  adhesion,  friction,  refraction, 
spectrum,  latent  heat,  magnetism,  galvanometer. 

2  Give  the  three  laws  of  Newton  and  give  the  function  of  each. 

3  What  is  a  machine?  Name  the  different  simple  machines. 
Describe  one  showing  mechanical  advantage. 

4  A  body  falls  freely  under  the  action  of  gravity.  If  it 
starts  from  rest,  determine  its  velocity,  the  space  described,  and  its 
energy  at  the  end  of  10  seconds,  the  body  weighing  128  lbs. 

5  What  is  the  "center  of  gravity"?  Show  by  construction 
how  to  find  the  center  of  gravity  of  a  rectangle ;  of  a  triangle. 

6  Determine  the  specific  gravity  of  (a)  Galena,  when  a  mass 
weighing  6.05  oz.  in  the  air  weighs  4.84  oz.  in  water,  (b)  Alcohol, 
when  a  flask  of  it  weighs  780.5  grains;  which  when  filled  with 
water  weighs  890  grains;  the  weight  of  the  flask  being  1G0  grams. 

7  What  is  meant  by  the  parallelogram  of  forces  ?  by  the  re- 
sultant of  forces? 

Find  the  resultant  of  forces  of  7  lbs.  and  22  lbs. 

(a)  When  they  act  in  opposite  directions. 

(b)  When  they  act  in  the  same  direction. 

(c)  When  they  act  at  right  angles  to  each  other. 

CAESAR 

1  Translate: — Caesar  suos  a  proelio  continebat,  ac  satis 
habebat  in  praesentia  hostem  rapinis,  pabulationibusque  prohibere. 
Ita  dies  circiter  quindecim  iter  fecerunt,  uti  inter  novissimum  hos- 
tium  agmen  et  nostrum  primum  non  amplius  quinis  aut  senis  mili- 


24 

bus  passuum  interesset.  Interim  cotidie  Caesar  Haeduos  frumen- 
tum,  quod  essent  publice  pollieiti,  flagitare. 

(a)  Explain  the  case  of  proelio,  milibus,  passuum,  Haeduos, 
frumentum. 

(6)  Explain  the  mood  of  interesset,  flagitare. 

(c)   Decline  hostem,  dies,  agmen,  passuum,  quod. 

2  Translate:  Quod  ubi  Caesar  animadvertit,  naves  longas, 
quarum  et  species  erat  barbaris  inusitatior  et  motus  ad  usum  ex- 
pedition paulum  romoveri  ab  onerariis  navibus  et  remis  incitari  et 
ad  latus  apertum  hostium  constitui  atque  inde  fundis,  sagittis,  tor- 
mentis  hostes  propelli  ac  summoveri  iussit;  quae  res  magno  usui 
nostris  fuit. 

3  Translate  into  Latin: — It  is  reported  to  Caesar  that  the 
soldiers  are  making  a  journey  into  the  territory  of  the  Santones 
that  they  may  seize  the  royal  power. 

CICERO 

1  Translate: — Nam  profecto  memoria  tenetis  Cotta  et  Tor- 
quato  consulibus  complures  in  Capitoiio  res  de  caelo  esse  percussas, 
cum  et  simulacra  deorum  depulsa.sunt  et  statuae  veterum  hominum 
deiectae  et  legum  aera  liquefacta  et  tactus  etiam  ille  qui  hanc  urbem 
condidit  Romulus,  quern  inauratum  in  Capitoiio,  parvum  atque 
lactantem,  uberibus  lupinis  inhiantem  fuisse  meministis. 

Give  the  principal  parts  of  tenetis,  depulsa,  tactus,  condidit, 
fuisse,  meministis. 

2  Translate: — Eteuim  omne  instrumentum,  omnis  opera 
atque  quaestus  frequentia  civium  sustentatur,  alitur  otio;  quorum 
si  quaestus  occlusis  tabernis  minui  solet,  quid  tandem  incensis 
futurum  fuit? 

3  Translate: — Satis  mihi  multa  verba  fecisse  videor,  qua 
re  esset  hoc  bellum  genere  ipso  necessarium,  magnitudine  periculo- 
sum.  Restat  ut  de  imperatore  ad  id  bellum  deligendo  ac  tantis 
rebus  praefieiendo  dicendum  esse  videatur. 

Explain  each  subjunctive  in  this  passage. 

VERGIL 

1     Translate : 
At  pius  Aeneas  per  noctem  plurima  volvens, 
ut  primum  lux  alma  data  est,  exire  locosque 


25 

explorare  novos,  quas  vento  accesserit  oras. 
qui  teneant  (nam  incuita  videt),  hominesne  feraene, 
quaerere  constituit,  sociisque  exacta  referre. 
Scan  the  first  two  lines. 

2  Translate : 

Xate  dea  (nam  te  inaioribus  ire  per  altum 
auspiciis  manif esta  fides ;  sic  fata  deum  rex 
sortitur  volvitque  vices,  is  vertitur  ordo). 
pauca  tibi  e  multis,  quo  tutior  liospita  lustres 
aequora  et  Ausonio  possis  considere  porta, 
expediam  dictis ;  prohibent  nam  cetera  Parcae 
scire  Helenum  farique  vetat  Saturnia  Iuno. 

Explain  the  case  of  dea  and  the  mood  of  lustres. 

3  Write  in  Latin : — The  Helvetians,  being  induced  by  need  of 
all  things,  sent  ambassadors  to  him  concerning  surrender. 

GREEK 

1    Translate: 

EttciSt)  Sc  tto.vto.%  7rapr)\a<T€ ,  <7T?/crc.s  to  appxi  irpo  tt/s  <£a.\uyyo?  p.i.&rj'i. 
irip.\pa<i  TriyprjTa  rov  kpp.rp'ka.  irapa  tovs  o~TpaT7]yov$  tu)v  'EXAf/vwv  c/<eA.€vcre 
TrpofiaXiadaL  to.  oirXa  kcu  iTTL^wprjaaL   oXrjv  ttjv   <f)d\ayya. 

(a)  Decline  o-rpana,  Stopov.  yipmv,  ovtos,  os. 

(b)  Conjugate  the  aorist  tense  of  Avco  in  all  moods  and  voices. 

(c)  Compare  <ro<po<i,  -mo-ros,  aT<£a\r/s,  t/Sis 

(d)  Form  adverbs  from  the  adjectives  just  given  and  compare 

them. 

ELEMENTARY   FRENCH 

1  Give  the  regular  plural  formation  of  nouns:  Ex.  pere; 
those  ending  in  s,  x  or  z;  in  au  or  eu;  in  al  or  ail. 

2  How  do  adjectives  form  the  feminine'     Ex.  petit. 

3  Compare  belle  dame;   grand  homme. 

4  Explain  partitive  construction.  Ex.  I  have  some  bread. 
Explain  partitive  construction  as  the  object  of  a  negative  verb.  Ex.  1 
have  no  bread.  Explain  partitive  construction  when  au  adjective 
precedes  the  noun.     Ex.  I  have  some  good  bread. 

5  Give  a  synopsis  of  the  verb  finir. 

6  Give  imperfect  tense  of  donner.  Present  indicative  of 
rinir.     Present  indicative  of  avoir. 

7  Explain  interrogation.     Ex.  Have  you  sung? 


26 

8  Give  different  forms  of  the  relative  pronouns  for  who,  whom 
which  and  that. 

9  Count  from  ten  to  twenty. 

10  Explain  the  use  of  the  ordinal  and  cardinal  numbers. 

1 1  How  do  you  form  the  passive  voice  ? 

12  How  do  you  keep  the  g  soft  before  a  or  o  in  a  — ger  verb? 

13  Give  all  the  rules  you  remember  for  the  use  of  the  sub- 
junctive. 

14  Give  the  five  principal  parts  of  the  irregular  verb  aller. 

Translate  into  French: 

1  My  father  has  four  children,  two  sons  and  two  daughters. 

2  My  sister  is  more  handsome  than  my  brother,   but  my 
brother  is  taller. 

3  The  teacher  gives  work-  to  his  pupils  and  we  study. 

4  My  father  is  a  lawyer,  but  John's  father  is  a  doctor. 

5  I  dwell  in  the  country.     My  father  has  had  his  farm  for 
ten  years. 

6  The  key  that  I  found  in  the  street  last  night  belonged 
to  a  merchant  of  this  city. 

7  A  man  who  wishes  to  speak  to  you  is  at  the  door. 

8  I  have  bought  many  things  in  the  city,  and  they    will 
arrive  to-morrow. 

9  Washington  was  the  first  President  of  the  United  States. 

10  We  love  one  another  much,  and  we  visit  one  another  often. 

11  I  am  a  Frenchman,  but  I  have  been  living  in  a  city  of 
Prussia  for  many  years. 

Translate  into  English: 

1  Un  cheval  a  deux  yeux  et  quatre  jambes.    Le  cheval  est  un 
quadrupede. 

2  Le  fils  a  settlement  une  maison.     Elle  n'est  pas  si  grande 
que  les  maisons  de  son  pere. 

3  II  punit  les  grands  garcons  quand  ils  parlent  trop  et  les 
petits  quand  ils  perdent  un  livre. 

4  Beaucoup    de  garcons  etudient  la  langue  francaise,  et  le 
professeur  donne  des  lecons  longues  a  ses  Aleves. 

5  Quand    vous    aurez  fini  dix  lecons  vous  passer ez  un  jour 
a  la  campagne. 

6  Elle  demeure  avec  un  de  ses  fils  dans  sa  plus  belle  maison  a 
\ui. 


27 

7  Nous  avons  deux  tables:  la  table  ronde  est  la  mienne,  mais 
la  table  longue  est  la  sienne. 

8  II  y  avait  dans  cette  ville  un  grand  chateau  qui  etait  a 
un  roi  francais. 

9  Sous  le  regne  de  Louis  XVI  eclata  la  grande  revolution  qui 
a  dure  six  ans. 

10  A  six  heures  et  demie  il  est  arrive.  "Comment  te  portes- 
tu?"     s'ecria-t-il. 

11  C'est  une  des  plus  belles  langues  du  monde,  et  presque  tout 
le  monde  l'aime. 

LES  AMOUREUX  DE  LA  PRINCESS  MIMI 

La  princesse  Mimi,  fille  de  la  reine  Cendrillon,  etait  belle  comme 
le  jour.  Sa  figure  rose  et  ses  cheveux  d'or  leger,  traverses  de  soleil, 
la  faisaient  ressembler  a  une  rose  mousseuse;  et  elle  avait  beaucoup 
d'esprit. 

Quand  elle  eut  quinze  ans,  il  fallut  la  marier;  car  telle  etait 
la  loi  du  royaume. 

Mais,  comme  elle  etait  princesse,  elle  ne  pouvait  £pouser  qu'un 
prince. 

Or  il  n'y  avait  alors,  dans  tout  le  pays  environnant,  que  deux 
princes. 

Le  prince  Polyph£me,  qui  £tait  sept  fois  plus  grand  que  la 
princesse  Mimi,  et  le  prince  Poucet,  qui  etait  sept  fois  plus  petit 
qu'elle. 

Et  tous  deux  aimaient  Mimi  d'amour;  mais  Mimi  n'aimait 
ni  l'un  ni  l'autre:  Tun  parce  qu'il  e'tait  trop  grand,  et  l'autre  parce 
qu'il  e'tait  trop  petit. 

Un  jour  qu'il  n'avait  pas  mange,  et  que  Charm e-des-yeux, 
cpuise'e  par  le  jeune  n'avait  pu  quitter  la  natte  ou  elle  etait  couchee, 
Ali,  r6dant  par  les  rues  de  Damas,  comme  un  loup  affame\  apercut 
des  hommes  qui  chargeaient  des  cruches  d'huile  sur  leur  tete  et  les 
portaient  a  un  magasin  peu  eloigne.  A  1 'entree  du  magasin  etait 
un  commis  qui  pay  ait  a  chaque  porteur  un  para  par  voyage.  La 
vue  de  cette  petite  piece  de  cuivre  fit  tressaillir  l'ancien  pacha.  II  se 
mit  a  la  file,  et,  montant  un  £troit  escalier,  recut  en  charge  une 
enorme  jarre,  qu'il  avait  grand  peine  a  tenir  en  equilibre  sur  sa  t&te, 
meme  en  y  portant  les  deux  mains. 


28 


ELEMENTARY  GERMAN 

1  Decline:  der  Vater,  die  Mutter,  das  Dorf. 

2  Explain  a  strong  adjective.  Like  what  word  do  you  de- 
cline it?  Give  the  endings  a  weak  adjective  may  have.  Wherein 
does  a  mixed  adjective  differ  from  a  weak  adjective? 

3  Incline :  diese  Frau,  der  alte  Mann,  ein  altes  Buch. 

4  Conjugate:  past  indicative  of  haben,  past  subjunctive  of 
sein,  future  perfect  of  sprechen,  past  subjunctive  of  haben. 

5  Give  principal  parts  of:  werden,  sein,  haben,  finden, 
sinken. 

6  Decline  the  personal  pronouns  of  the:  third  person  singu- 
lar masculine,  third  person  plural,  first  person  singular,  for  polite 
form  of  address. 

7  Explain  the  difference  between  a  strong  and  a  weak  verb. 

8  Conjugate  sich  waschen  in  the  present  and  past  indicative. 

9  Give  the  principal  parts  of:  diirfen,  komien,  mogen  and 
mussen. 

10  How  do  you  form  the  passive  voice?     Give  the  present 
and  past  passive  of  loben. 

11  Explain  the  position  of  the  separable  prefix. 

12  Count  from  one  to  twenty. 

Translate  into  German : 

1  The  Prussians  and  the  Hungarians  are  Christians. 

2  Dear  sister,  thou  art  the  joy  of  thy  mother. 

3  The  green  fields  are  covered  with  white  snow. 

4  My  English  dictionary  is  a  good  book. 

5  We  shall  soon  have  the  most  beautiful  weather. 

6  The  little  child  sits  upon  the  bench  beside  its  mother. 

7  The  soldiers  ride  with  me  into  the  town. 

8  The  industrious  poor  man  will  become  rich. 

9  The  maid-servant  has  adorned  the  nursery  with  beautiful 
flowers. 

10  I  should  read  more,  if  I  had  more  time. 

11  The  coaches  of  the  first  class  are  better  than  the  coaches 
of  the  second  class. 

12  They  have  been  obliged  to  wTork  the  whole  day. 


29 

Translate  into  English : 

1  Mein  Braider  hat  zu  Heidelberg  studiert. 

2  Mein  Freund  hat  mir  gesagt,  dass  er  ein  Landgut  kaufen 
werde. 

3  Der  beste  Gastliof  in  unserer  Stadt  1st  am  Thore. 

4  Wir   wiirden    gestern   hier    gewesen    sein,    wenn    unsere 
Mutter  nicht  krank  gewesen  ware. 

5  Heute  werden  wir  einen  Feiertag  haben. 

6  Mein  Bruder  hat  einen  langeren  Brief  als  ieh. 

7  Hat  sie  eine  englische  Grammatik  gehabt? 

8  Die  Studenten  der  Universitat  sind  in  dem  Laboratorium 
des  Professors  der  Chemie. 

9  Die  verlorene  Borse  ist  von  einen  Schulknaben  gefunden 
worden. 

10  Ieh  habe  jenes  Hans  verkauft,  urn  ein  besseres  zu  kaufen. 

11  Urn  welche  Zeit  kommt  der  Zug  von  Boston  an? 

12  Das  Dampfboot  wird  am  21sten  nachsten  Monats  abfaren. 
"Guten  Tag,  Herr  Professor,  wollen  Sie  mir  heute  etwas  von 

den  Gymnasien  erzahlen?" 

"Na,  Ethel,  was  mochtest  du  denn  iiber  die  Gymnasien 
wissen  ? ' ' 

"Ach,  Sie  haben  mir  neulich  von  den  Volksschulen  erziihlt. 
Ieh  mochte  wissen,  ob  es  auf  dem  Gymnasium  ahnlich  zugeht. " 

"Nein,  das  ist  etwas  ganz  anderes.  Erstens  muss  man  bezahlen, 
wenn  man  die  Kinder  auf  das  Gymnasium  schickt. ' ' 

"  Ja,  das  habe  ieh  schon  gehort.  Das  sind  also  eine  Art  Privat- 
schulen,  nicht  wahr  ? ' ' 

''Nein,  sie  werden  alle  vom  Staate  oder  von  der  Stadt 
gegriindet  und  unterhalten. ' ' 

^Tritt  man  dort,  wie  in  die  Volksschule,  mit  dem  sechsten 
Jahre  ein?M 

"Nein,  aufs  Gymnasium  kommt  man  erst  mit  den  neunten 
Jahre." 

"Was  tut  man  denn,  bis  man  neum  Jahre  alt  wird?" 

"Bitte,  Herr  Professor,  Sie  sind  in  Deutsehland  viel  gereist. 
Was  halten  Sie  fur  das  Interessanteste  ? ' ' 

"Ach,  mein  lieber  Herr  Clinton,  welch  eine  schwere  Frage ! 
Was  soil  ieh  darauf  antworten  ? ' ' 


30 

"Nun,  Sie  kennen  Deutschland  zienilick  genau.  Ich  bin  vor 
einiger  Zeit  aus  Amerika  angelangt.  Wollen  Sie  niir  nicht  raten, 
wie  ich  meine  Zeit  ausniitzen  kann?" 

"Gern,  gern,  Herr  Clinton.  Wie  viel  Zeit  haben  Sie  denn 
eigentlich  ? ' ' 

"Leider  nur  drei  Wochen." 

"Was?  Drei  Wochen!  In  drei  Wochen  wollen  Sie  Deutsch- 
land kennen  lernen?  Verzeihen  Sie,  Herr  Clinton,  das  finde  ich 
fast  unbegreiflich !  Ich  sage  Ihnen,  in  drei  Wochen  werden  Sie 
hier  mit  Berlin  und  Potsdam  nicht  fertig." 

"Meinen  Sie,  dass  ich  keinen  Begriff  von  dem  Lande  bekommen 
kann,  wenn  ich  nur  drei  Wochen  bleibe?" 

"Das  konnen  Sie  wohl,  aber  ehe  ich  Ihnen  rate,  mochte  ich 
gern  wissen,  wofiir  Sie  sich  am  meisten  interessieren.  Die  besten 
Universitaten  befinden  sich  in  Berlin,  Leipzig,  Heidelberg, 
Miinchen,  Bonn,  Gottingen,  Halle,  Marburg,  Jena  und  so  weiter. 
Wenn  Sie  Universitaten  besichtigen  wollen,  so  konnen  Sie  drei 
Wochen  sehr  gut  dazu  verwenden. ' ' 


UNIVERSITY  OF  ILLINOIS-URBANA 


